# Programming 301 Programming 300 Programming 201 Programming 202 Programming 301 Programming 302 JavaScript 101 Python 101 Web Development 101 Python 201 Drones 101 Augmented Reality micro:bit 101 MicroPython 101 Life Science Physical Science Earth Science Math Social Studies English

This course is part of Coding/STEAM Curriculum - Middle School Plan

Middle School Plan
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### Programming 301

A fast-paced introduction to block programming for beginners in middle school where they create simple interactive programs with a focus on game design. Request Quote

##### Course Summary
• Beginner level
• 17 lessons
• Tynker Blocks
• Web
##### Course Includes
• 17 lessons
• 111 activities
• Enhanced Creativity Tools
• Automatic Assessment
• Tutorials and Reviews
• Coding Puzzles
• DIY Projects
• Quizzes
• Teacher Guides
##### Prerequisites
No previous coding experience required.

## Programming 301 Lesson Plan

### Introduction

In this lesson, students will learn how to use nested loops, program Actors to have multiple lives, and create a game with a boss fight! Coding concepts from this lesson include: Wait Until and Nested Loops.

### New Code Blocks

• : Pauses the current script until the parameter condition is true.

### Vocabulary

• Nested loop: A structure where one loop contains one or more loops

### Objectives

Students will...
• Use nested loops to program Actors to have multiple lives
• Use code blocks to solve a puzzle module
• Create a game with a boss battle

### Materials

• Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com

### Warm-Up(15 minutes)

Number of Lives and Boss Fights
• Ask students to share an example of a game where the character takes damage until it loses a life. How does the game indicate life status? With hearts? A health meter?
• Some students may not be familiar with the idea of a boss fight. Ask a student to describe the term. Then explain that bosses are enemies in video or computer games that are more intimidating and powerful than regular enemies. Optional: Ask your students to give examples of boss fights in video or computer games (e.g., Bowser in Super Mario© games).

### Activities(45 minutes)

Facilitate as students complete all Nested Loops modules on their own:
1. Concepts (Video)
• Bert, the wizard, introduces two coding concepts:
• Wait Until- Students will watch an interactive example that uses the “wait until” block.
• Nested Loops- Students will learn about nested loops and see an example of a nested loop that animates Rufus, the dancing zombie.
2. Multiple Lives 1 (DIY)
• In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a zombie to withstand two fireball blasts before disappearing on the third blast.
• The fireball goes wherever students click (web) or tap (mobile) on their screen. Click (web) or tap (mobile) the zombie to hit it.
• Point out to students that the enemy requires multiple hits to be defeated, similar to a boss in a video or computer game.
3. Multiple Lives 2 (DIY)
• In this DIY project, students will expand on their previous game by programming the zombie to appear in a random location on the Stage after it is defeated. Students will also program a victory sound to play after the zombie is defeated twice.
• Did students finish early? Ask them to add more lives by changing the value in the “repeat” loops.
4. Let There Be Lives (Puzzle)
• To solve this puzzle module, students will need to program the knight so he has enough lives to collect all the treasure.
• Students will need to set the “repeat” block to a value of 4 or higher.
5. Boss Battle (DIY)
• In this DIY project, students will create a boss battle where the hero and the boss have multiple lives.
• Did students finish early? “Step 4” of the tutorial provides suggestions on how your students can improve their game.
6. Quiz (Multiple-choice)
• Students will answer multiple-choice questions to review concepts from this lesson.

### Extended Activities(10 minutes)

Discussion
• Ask students to think of an idea for a game, other than a battle scene, where they might need an Actor to have multiple lives. Next, have them discuss their ideas with a partner.
• Here are some examples:
• You can create a game where a fisherman Actor catches different colored fish, but loses a life every time he/she catches a red fish.
• You can create a skateboard game where a person loses a life each time he/she falls off their board as a result of colliding with an obstacle or not landing a trick.

### U.S. Standards

• CCSS-Math: MP.1, MP.2, MP.4, 6.NS.C.6
• CCSS-ELA: RI.7.4, RI.8.4, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
• CSTA: 2-AP-10, 2-AP-13, 2-AP-16, 2-AP-18
• CS CA: 6-8.AP.10, 6-8.AP.13, 6-8.AP.17
• ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

### U.k. Standards

Key Stage 3 (Years 7-9)
• Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem.
• Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
• Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.